Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2 Graduate School of Vocation & Technological...
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Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2 Graduate School of Vocation & Technological Education National Yunlin University of Science ＆ Technology [email protected], [email protected]A New Developing Curriculum on the Transition Effects of the Vocational Training for Adult Learning Program – A Case Study of the Funeral Mortician Services
Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2 Graduate School of Vocation & Technological Education National Yunlin University of Science ＆ Technology
Presented by Kuei-Chih Chuang 1 Ph.D., Hung-Ju Tsai 2 Graduate
School of Vocation & Technological Education National Yunlin
University of Science Technology
[email protected]@yuntech.edu.tw,
[email protected]@yuntech.edu.tw A New Developing
Curriculum on the Transition Effects of the Vocational Training for
Adult Learning Program A Case Study of the Funeral Mortician
Services
Slide 2
Considerations of adult learning development and utilization in
transition training Aging society increases the possibility of
career transition. Funeral Mortician Services (FMS) Research
Background
Slide 3
Demands of adult learning development Self-development
experiences Effectiveness of career transition training in FMS
industry Research Motivation
Slide 4
To examine the variances between variables and effectiveness of
transition training. To examine the relationship between variables
and effectiveness of transition training Research Objectives
Slide 5
To examine the correlation between trainees characteristics,
teaching course, career support and effectiveness of transition
training. To examine the predictability between trainees
characteristics, teaching course, career support and effectiveness
of transition training. Research Objectives (cont.)
Slide 6
Each individual variable of FMS is independent. There is no
significant relationship between variables and effectiveness of
transition training. Research Hypothesis
Slide 7
Each individual variable of FMS is interrelated. There is a
significant relationship between variables and transition training
effectiveness. Research Hypothesis (cont.)
Slide 8
Adults Funeral Service Industry Transition training Definition
of Terms
Slide 9
Research objects Samples Selection Scope of Research
Slide 10
Research objects Source of samples Source of research materials
Limitations
Slide 11
Literature Review Characteristics of adult learners Concepts of
transition training Factors may influence the effectiveness of
transition training Relevant study of transition training Contents
of FMS
Slide 12
Fundamental of adult learning development Characteristics of
adult learning development Adult learning principles
Slide 13
Concepts of Transition Training Basic concepts Meaning
Theories
Slide 14
Effecting Factors of Transition Training Trainees
characteristics Course design Workplace
Slide 15
Relevant Study 1996 1997 2001 2001 2002 2003 2003
Slide 16
Relevant Study (cont.) 2003 2005 2005 2005 2005 2006 2006
Research Approach Structure of research Research process
Research objects Means Data management
Slide 19
Structure of Research
Slide 20
Research Objects 540 samples Received over 280 hrs pre-service
training from Jan. to Dec. 2008 Qualified trainees who were
re-employed.
Slide 21
Research Tools Scale of effectiveness Personal details Learning
motivation Training course Career support Effectiveness of
transition training
Slide 22
Research Tools (cont.) Pre-test analysis: 77/90 effective
questionnaires (85.6%). 60 questions remained after item, factor
and reliability analysis. Sample questionnaire: 352/450 were
collected (78.2%) 330 of them were effective.
Slide 23
Pre-test Questionnaire 30 129 30 327 30 228
Slide 24
Pre-test Analysis(1/3) Item Analysis Using critical ration and
relevant analysis to process question selection. Using t ratio to
determine the question differences through the group of the highest
27% and the lowest 27% of effective questionnaires. Significance
level must reach.01 and the absolute value of critical ration must
be higher than 3.0. The standard of question selection: absolute
value: higher than.30 with.01 significance level. 1-6, 2-12,
3-1,3-16,3-19 were cut out.
Slide 25
Factor Analysis(2/3) The KMO value of learning motivation
is.818; teaching course.906, career support.871; transition
training effectiveness.862 KMO>.80 3-8, 4-2 were cut out.
Slide 26
Pre-test Analysis(3/3) Reliability Analysis Cronb ach
.897.877.927.948.973 1513192067
Research Methodology Questionnaire survey research
Interview
Slide 32
Data Management Quantitative analysis Qualitative interview
survey
Slide 33
Findings & Discussion
Slide 34
Findings & Discussion (cont.)
Slide 35
Slide 36
Slide 37
Slide 38
Slide 39
Slide 40
Slide 41
Analysis of Variances Background Variables There is no
significant difference in trainees characteristics (P>.05).
There is a significant difference in employment situation
(P=.000
Analysis of Variances Background Variables (Cont.) There is no
significant difference in training course (P>.05). There is a
significant difference in employment situation (P=.000
Analysis of Variances Background Variables (cont.) There is no
significant difference in career support (P>.05). There is a
significant difference in employment situation (P=.000
